The detailed lesson plan and flow chart for follow on lessons, outline the teaching of measurement using the metre and the centimetre for year three students. The aim of the teaching sequence is that students are offered learning that will guide them through the construction of their own understanding of measurement and how to competently measure.
Ensuring Engagement
Key to any pedagogical practice is engaging the students in order to inspire learning (Peters & Le Cornu, 2006.). Regardless of the student’s age, if they are not engaged with their learning, construction of their understanding is not going to be as successful as if that engagement did occur (Jeanneret, et al, 2006.). Engaged students “also display curiosity, a desire to know more, and positive emotional responses to learning and school” (Akey, 2006.).
To effectively engage students, teachers must leave their personal views at the door in order to provide valid and authentic learning experiences (Dole, 2013.). Throughout the teaching sequence outlined, the teacher is offered numerous opportunities to provide varied learning opportunities in order to engage a range of students will different interests and learning styles. Through hands on measurements using both rulers and substitute materials, the teacher is able to provide concrete experiences for students to construct their own understanding of the subject, as well as assisting their peers in doing the same thing.
Each lesson in the teaching sequence provides an opportunity at the beginning to focus and connect the students to the learning that will be taking place. This important part of the lesson shows the students why they would be interested in learning the subject matter (Baker, 2011.).
Imperative to engaging...
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...tudent achievement, but perhaps more importantly, as a tool to enhance student learning (Parsons & Taylor, 2011.). By providing multiple activity changes, a real world focus on the learning, introductions that connect the students to the learning that will be occurring and hands on, concrete activities the learning sequence allows students the ability to learn constructively while remaining engaged.
Just as vital to learning is the differentiation that the teacher applies to every lesson in order to cater for a variety of learners. This is achieved throughout the learning sequence by guiding the teacher to the specific theories that are appropriate for different parts of the lesson, by catering learning activities that scaffold, support and extend students learning and by changing instruction styles to allow the students control over their learning where appropriate.
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
Personalizing learning for students takes the idea of differentiating instruction to fit the needs of your students is vitally important to fostering an environment that makes ...
Students become more engaged in lessons when he/ she is interested. Using the previous example about my small teachers excitement to use the chromebook showed his level of motivation. Also during this lesson, he was very interested in watching the videos their teacher allowed them to watch.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
This essay will discuss the terms differentiated learnnig and personalised learning as well as highlight how these two forms of learning can be implemented in the classroom. Differentiated learning can be defined as an instruction that is an individualised process of teaching and learning that is based on the learners’ prior knowledge, abilities, development readiness, interests and learning styles (Grierson & Woloshyn, 2012). On the other hand personalised learning involves creating an individual learning plan to meet the needs of a particular student. In addition personalised learning does not mean teaching each child individually but trying to cater in several ways for the variety of children you have in the class (Dean, 2006).
The desire to learn new things means that both sides, students and teachers, must have an engaged pedagogy. According to hooks, an engaged pedagogy is both sides are willing to learn and grow. Not only the students are empowered and are encourage sharing things about themselves and learning new things but teachers are also meant to do these things (21). This is a barrier because if students and teachers are not willing to learn and grow democratic citizens cannot be created. This is so because people will not be educated of differences and others react and deal with different things in society. This goes along with the importance of self-actualization of teachers in the class...
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
First off, I will strive to present information in exciting and different ways. I will teach verbally, visually, and hands-on. This way of teaching increases the possibility of drawing all students’ attention, because each student has their preferred way of learning. I want to teach in this way because I understand why students lose interest in school; therefore, I want my class to be as interesting and fun as
Learning Theories and Instructional Strategies The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period.
Helping students acquire and integrate new knowledge is another important aspect of learning. When students are learning new information, they must be guided in relating new knowledge to what they already know, organizing that information, and then making it part of their long-term memory. When the students acquiring new skills and processes, they must learn a model or the steps, then shape the skill or process to make it efficient and effective for them, and finally, internalize or practice the skill or process so they can perform it easily.
As educators we wish to have the students gain knowledge, through our efforts, and continue to expand their minds using the basics we have taught them. In an era when so many outside interests often cloud the minds of our impressionable youth, we often wonder how we can accomplish this task.
Students will identify the correct how to find the area of circles. We are going to do this first by deriving the formula for the area of a circle ourselves. Students use these operations to solve problems. Students extend their previous understandings of finding the area of a shape: This learning goal meets the Common Core Standard CCSS.MATH.CONTENT.6.G.A.3. The students are going to learn find the area of only the doughnut, excluding the hole in the middle. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble solving the problems with the formulas. to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations.
I will try to prepare my lesson 100% to enhance learning. I will try to research my topic and try to integrate different resources and activities to make my lesson engaging and interesting to my students. I am able to use a variety of methods to teach a lesson to the students. This helps the students to get engaged visually, physically and verbally. I did not know, but I really like to use different resources and art materials to create something that will enhance my lesson and able to engage my students throughout the lesson. By creating and using a variety of methods and activities during the center time, I can meet the student’s needs to help them to learn.
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.